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To explain how cumulative efforts contribute to learning and literacy development.

A representation of how efforts lead to lasting growth is discussed through a variety of historical and current perspectives across content disciplines. This chapter includes depictions of how positive experiences can promote further success and recognizing one’s cumulative efforts and the effects from those are fundamental to educational attainment.

The value one places on tasks such as reading or writing is often aligned to the frequency with which those events occur. Students view their time and effort as capital; they are students’ most valued possessions, and how they allocate these commodities is a choice.

For students to become avid readers and writers, we must utilize a host of strategies to impress the notion that these activities are worth their attention, time, and investment.

Many specialized areas exist in the world of accounting education. One of these is the tax case. Considering published cases over the last quarter century, this review summarizes the parameters of this academic niche. The review discusses the specific tax topics that have been touched upon by case authors. The structure of these materials, most of which are common to all accounting cases, is also reviewed in a variety of ways. In addition, the current useability and educational contributions of tax cases is explored against the background of pedagogy in taxation. This supports ideas about areas of need and the broader future of writing cases in this domain. As a reflection on the literature as a whole, this review will not necessarily help faculty select cases nor is it intended to be an endorsement of any particular publication.

This chapter explores how preservice teachers can use videos via social media to organize their ideas and enhance their understanding of content and pedagogical practices. It exemplifies how teacher development programs must embrace and become more in tune with societal practices and norms.

The methods of data collection for this study consist of participant observation of in-class activities (descriptive field notes reconstructing dialogue and activities), an open-ended questionnaire, and a focus group interview.

Five primary themes were revealed that describe preservice teachers’ scholarly experiences using Pinterest: igniting digital serendipity, Pinterest critic in relation to their thinking, Organizing and nesting knowledge, Picky pinning researcher, and Expert distributor of knowledge.

Teacher educators should consider how participants demonstrated a sense of pride in their scholarly creations and some began displaying modest amounts of expertise and characteristics of leadership within their local community both online and in-person.

Examines the changing employment needs in licensed retailing in particular the need for highly skilled management. The increasing sophistication of pub retailing is addressed along with the growth of the food provision in pubs. The paper identifies a skills gap in licensed retailing management and calls for increased opportunities for graduate trainees. The case of Bass taverns is discussed.

This chapter describes how the anticipation of connected content relegates cognitive spacing, which opens the possibility for schema acquisition. Information organization does not simply involve putting new data into folders, but instead cognitively preparing for knowledge development.

Understanding information input and output is central to providing meaningful instructional opportunities. This chapter describes the three phrases of cognitive spacing: ready, set, and go.

Information organization does not simply involve putting new data into folders, but instead cognitively preparing for knowledge development. This is accomplished by ongoing reorganizations where new information, known information, and assumed information are evaluated against current stimuli. The subsequent shifts in understanding are the fundamental crux to instilling lifelong learning within students.

The importance of spacing theory in literacy development is significant to skill development and content acquisition.

A state space representation of a linearized DSGE model implies a VAR in terms of observable variables. The model is said be non-invertible if there exists no linear rotation of the VAR innovations which can recover the economic shocks. Non-invertibility arises when the observed variables fail to perfectly reveal the state variables of the model. The imperfect observation of the state drives a wedge between the VAR innovations and the deep shocks, potentially invalidating conclusions drawn from structural impulse response analysis in the VAR. The principal contribution of this chapter is to show that non-invertibility should not be thought of as an “either/or” proposition – even when a model has a non-invertibility, the wedge between VAR innovations and economic shocks may be small, and structural VARs may nonetheless perform reliably. As an increasingly popular example, so-called “news shocks” generate foresight about changes in future fundamentals – such as productivity, taxes, or government spending – and lead to an unassailable missing state variable problem and hence non-invertible VAR representations. Simulation evidence from a medium scale DSGE model augmented with news shocks about future productivity reveals that structural VAR methods often perform well in practice, in spite of a known non-invertibility. Impulse responses obtained from VARs closely correspond to the theoretical responses from the model, and the estimated VAR responses are successful in discriminating between alternative, nested specifications of the underlying DSGE model. Since the non-invertibility problem is, at its core, one of missing information, conditioning on more information, for example through factor augmented VARs, is shown to either ameliorate or eliminate invertibility problems altogether.

Workplace health promotion (WHP) is an investment in human capital that can lead to substantial organizational and individual benefit. However, this depends on high participation rates, which are rarely reached. The aim of this article thus is to examine necessary conditions for WHP success by analyzing employee perceived determinants of participation.

Based on a qualitative study, a questionnaire was designed. The determinants of participation were assessed regarding underlying categories and importance via factor analysis.

Personal benefit, social aspects, information, uncomplicated use, security and autonomy plus time and participation in offer design emerged as relevant factors. For the population studied, uncomplicated use, personal benefit and information were rated as most important.

The study is based on determinants voiced by the workforce only, not expert-rated aspects. Moreover, it was carried out in small and medium-sized organizations, which are understudied regarding WHP. By reducing data using factor analysis, a basis for further research is created. Also, a basic questionnaire is suggested via the items employed that can help organizations to investigate the WHP-related wishes and needs that matter most to the workforce.

Online, distance, and eLearning (ODeL) continue to gain recognition as a mandatory component of delivery of education in institutions of higher learning (IHL) around the world following the outbreak of coronavirus disease (COVID-19). This paradigm shift is informed by the need to ensure uninterrupted, valuable, and safe learning experiences for learners during the pandemic. However, governments ordered the closure of schools and colleges following the declaration of COVID-19 as a world pandemic by the World Health Organization (WHO). A report by United Nations Educational, Scientific and Cultural Organization revealed that there was a significant loss of schooling time following the closure of educational facilities which affected over 1.5 billion learners in 194 nations globally. This study explored the use of online approaches to intensify online learning efficacy in IHL. Data collection was conducted using qualitative methods and data analysis done using themes and sub-themes. Findings from this study indicate that students’ engagements on discussion forums are consistent with collaborative learning. Results further support the view that regular, prompt, and meaningful feedback is critical in promoting constructive learning and reflection among students. Based on the findings of this study, practical implications are discussed for stakeholders interested in establishing and strengthening effective delivery of online learning content to enhance students’ learning experiences.